ERIC Number: EJ1271647
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2167-4779
EISSN: N/A
Available Date: N/A
Improving Mathematics Content Mastery and Enhancing Flexible Problem Solving through Team-Based Inquiry Learning
Lewis, Drew; Estis, Julie
Teaching & Learning Inquiry, v8 n2 p165-183 2020
This article examines how student learning is affected by the use of team-based inquiry learning, a novel pedagogy in mathematics that uses team-based learning to implement inquiry-based learning. We conducted quasi-experimental and observational studies in intermediate level mathematics courses, finding that team-based inquiry learning led to increased content mastery and that students took a more flexible approach to solving problems. We also found that in the courses using this pedagogy, women (but not men) had a reduction in communication apprehension over the course of a semester. We conclude that team-based inquiry learning effectively enhances student learning and problem solving, preparing students for future academic success and fostering career readiness.
Descriptors: College Mathematics, Mathematics Instruction, Instructional Effectiveness, Equations (Mathematics), Algebra, Mastery Learning, Problem Solving, Teamwork, Cooperative Learning, Active Learning, Inquiry, Gender Differences, Anxiety, Communication Skills, Undergraduate Students, Public Colleges, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Grant or Contract Numbers: N/A
Author Affiliations: N/A